Prevalencia del bullying en México: un meta-análisis del bullying tradicional y cyberbullying

Abstract

Objetivo: Sintetizar los diagnósticos de bullying en México para estimar la prevalencia de víctimas y agresores, tanto en su modalidad cara a cara como virtual. Método: Se realizó un meta-análisis de la prevalencia con 27 investigaciones realizadas en México con un modelo de efectos aleatorios, y se exploraron sus moderadores a través de una meta-regresión. Resultado: La prevalencia osciló entre el 19 y 21 % para cibervictimización, victimización y agresión cara a cara, y de un 11 % para la ciberagresión. Las variables que moderaron la estimación de la prevalencia fueron la presencia de una definición en el instrumento y el número de ítems. Ningún estudio utilizó instrumentos que evaluaran el componente de desbalance de poder del bullying, por lo que es probable que los estudios hayan evaluado el concepto de victimización entre pares. Conclusión: Uno de cada cinco estudiantes mexicanos recibe o realiza bullying o cyberbyllying. Se proponen recomendaciones metodológicas para futuras investigaciones.

Factorial Invariance and Internal Structure of the Scale of the Students’ Role in the Cycle of School Violence (ERECVE)

“…For future research efforts, it is recommended to apply and obtain evidence of validity of the ERECVE in the primary and secondary population. Also, given the high prevalence of online aggression and bullying among adolescents and the health effects and correlation between cyberbullying and traditional bullying (Iranzo et al, 2019;Vega-Cauich, 2019;Zych et al, 2019) it is suggested to include at least one factor with items referring to online bullying and aggression among students.…”

“…In terms of the ERECVE scores, the results of the application allow for comparisons in the prevalence of bullying with other Vega-Cauich, 2019), where it is estimated that one in five students suffer bullying by their school peers. Furthermore, the examinees indicate that they exercise violence toward their classmates inside the institution at least once a week and outside the institution at least once a month.…”

“…One out of every three students worldwide is thought to experience bullying (United Nations Educational, Scientific and Cultural Organization, 2019), whereas men, in comparison to women, are more prone to become victims or bullies (Organization for Economic Co-operation and Development, 2017;Smith et al, 2019). The Mexican outlook is similar to the rest of the world; it is estimated that one out of every five students in Mexico is a frequent victim of school bullying (Organization for Economic Co-operation and Development, 2017;Vega-Cauich, 2019).…”

A Meta-Analytical Review of Gender-Based School Bullying in Spain

“…In addition to the difficulties present in the study of bullying in a specific group, research on bullying, in general, has an inherent series of obstacles when carrying out a comparative and integrative analysis of prevalence due to the diversity of samples, instruments and methodologies used in different investigations [ 56 , 57 , 58 ]. In this sense, in the present review, we found immense diversity—from a study focused solely on the verbal content of bullying during the last week [ 47 ], and another on LGBT+ people’s lifetime bullying assessed retrospectively [ 36 ], to a review of the motivations behind bullying cases intervened in schools [ 40 ], or a study using a multi-item tool adapted to ask about homophobic bullying during the previous two months [ 48 ].…”

“…Future work should explore these moderating factors using meta-regression techniques if the number of available studies allows it. On the other hand, as it has already been highlighted by another meta-analytic review outside the Spanish context [ 58 ], it would be very useful for studies on bullying to provide sufficient information to estimate prevalence, since not all the studies identified at the outset were likely to be included in a meta-analysis. Furthermore, the research community is encouraged to further explore the motivations and causes behind bullying, rather than just reporting overall rates.…”